Reviews the use of microcomputers in the art studio and classrooms. Argues that there is a lack of effective software for art education, but that computers are useful for enhancing standard visual grammar. Suggests that the most legitimate educational use of computers is employing them to discover new ideas in better ways. (GG)

Illustrates the skill and inspiration of master art teacher, Frank Wachowiak, by presenting three lessons for children: "Fruits and Vegetables" or "Leaves" in crayon resist, "X-ray Trees" in crayon engraving and "Angels or Self-portraits" in tempera. Lessons emphasize the use of patterns and textures, as…

Describes an Artists' Workshop that emphasizes the importance and value of connecting art and writing to demonstrate where ideas come from and how they are expressed. Justifies writing as necessary to focus on process and meaning of art and not merely the product. Extends art across the curriculum by encouraging sketch journals in the classroom.…

Presents profiles of two instructors of elementary art methods courses for preservice elementary teachers, offering two possible scenarios in which they might find themselves. One scenario presents contradictory realities and contexts, while the other scenario discusses celebration of the artistry within teaching. (SM)

Discusses the concept of quality in art from the standpoint of the theory of mediation. Traces the idea of quality from Aristotelian criticism to Gagnepain's theory of mediation. Concludes that mediation aesthetics seek inspiration and quality only from the art work, not its contemporary meaning. (CFR)

Reviews Natalie Robinson Cole's contribution to the field of art education by contrasting her philosophies with those of other art educators. Compares her teaching style with Viennese art educator, Franz Cizek. Concludes that Cole's life and work can be examined within as many frames for understanding as can be devised. (KM)

Provides an empirical assessment of factors affecting interdisciplinary teaching of liberal arts in professional art programs in 8 art schools and 18 universities, including differences in faculty members' length of tenure, full-/part-time status, age, experiences, and exposure to varied social contexts. Supports inclusion of liberal arts in…

Explores the sources of art criticism and reviews some extant pedagogical models. Outlines the content skills to be developed and the role of art criticism in a discipline-based teacher training curriculum. Recommends that art criticism should incorporate pedagogy and other disciplines of art. (KM)

Examines four works of art, created for public spaces, to help students understand the value of public art in the community. Illustrates work by Claes Oldenburg and Coosje van Bruggen, Siah Armajani, Jackie Ferrara, and Deborah Butterfield. Outlines lesson activities for elementary and secondary students. (KM)

Claims that domestic art or hiddenstream art is not referred to in the art classroom because art teachers have difficulty locating resources. Identifies sources for print and nonprint textiles ranging from local community activities to museum collections. Lists resources for Navajo weaving, African-American quilting, and Amish quilting. (KM)

Cultural interpretation of this case study illustrates how an art lesson by a Yup'ik teacher in southwest Alaska was really a lesson about subsistence and survival. Implications for minority education are examined through the adaptation of social interactions, knowledge, and values toward the minority culture. (SLD)

Asserts that art education affirms its identify within the school curriculum by the way it controls and assembles its beliefs. Concludes that it is only at the level of reflective interaction that the cultures of art and art education can be resolved and a rationale for art education developed. (CFR)

Transcribes the Leon Jackman Memorial Address to the Australasian Art Educators Conference in 1996. Discusses distinctions between the formal world of pedagogy and the informal world of experiential learning in art education. Focuses on art educators as communicators, on how they talk about the arts, and on communication as sharing knowledge. (DSK)

Recounts the experiences of 40 art educators who participated in a summer colloquium with artist Sandy Skogland that produced an elaborate installation art exhibit. Utilizes the installation activity to explore classroom studio instruction and meaning-making from both the artist's and art educator's perspectives. Makes suggestions for improving…

Addresses the ease with which teachers in subjects other than art incorporate design into their curricula. Considers the nature of design knowledge. Examines three of the visual arts standards from National Standards for Arts Education as a means for revealing the distance between art and design education. Offers four recommendations for art…